©2009 McGraw-Hill Higher Education. All rights reserved.

Motor Behavior

©2009 McGraw-Hill Higher Education. All rights reserved.

Motor Behavior Define motor behavior, motor development,

motor control, and motor learning. Understand the influence of readiness, motor

development, motivation, reinforcement, and individuals differences on the learning of motor skills

What is the information-processing model of motor learning and the concepts related to it?

How do the concepts of feedback, design of practice, and transfer apply to physical education, exercise science, and sport?

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Motor Behavior

Motor behavior is concerned with the learning or acquisition of skills across the lifespan. Motor learning Motor control

Motor development

©2009 McGraw-Hill Higher Education. All rights reserved.

Motor Behavior Motor learning

Understand how motor skills are learned Study of the acquisition of skills as a consequence

of instruction and practice. Motor control

Understand how motor skills are controlled Study of the neural mechanisms and processes by

which movements are learned and controlled. Motor development

Understand how learning and control of motor skills changes across the lifespan

Study of the origins and changes in movement behavior throughout the lifespan

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Learning

Motor learning Learning is a relatively permanent

change in behavior or performance as a result of instruction, experiences, study, and/or practice.

Learning is inferred from changes in performance.

Thomas and Thomas

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Areas of Study

How does the type and frequency of feedback impact skill acquisition?

How does the structure of practice influence the retention of skills?

What can be done to facilitate the transfer of previous learning to the learning of new skills?

How does the aging process affect motor control?

How do differences in individuals’ learning styles influence their ability to learn motor skills?

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Information Processing Model

Input Information from the environment through the

senses. Decision-making

Input evaluation and integration with past information.

Response selection Output

Response execution Feedback

Information about the performance and quality of the movement. Information gained here can guide future interpretations, decisions, and responses.

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Stages of Learning Unskilled to skilled

Cognitive Stage Understanding of the nature and goal of the

activity to be learned Cues

Initial attempts at the skill - gross errors Associative Stage

Practice on mastering the timing of the skill Fewer and more consistent errors

Autonomous Stage Well coordinated and appears effortless Few errors “Automatic” performance allows attention to be

directed to other aspects of skill performance

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Factors Influencing Learning

Readiness Physiological and psychological factors influencing an

individual’s ability and willingness to learn. Motivation

A condition within an individual that initiates and maintains activity directed toward a goal.

Reinforcement Using events, actions, and behaviors to increase the likelihood

of a certain response recurring. May be positive or negative. Individual differences

Readiness, motivation, reinforcement Backgrounds, abilities, intelligence, learning styles, and

personalities of students

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Motivation

Intrinsic/internal Fun, personal goals, importance

Extrinsic/external Awards, money, pressures

Intrinsic motivation is more likely to enhance sill learning and maintenance

Goals Successes

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Motor Learning Concepts

Structure practice sessions to promote optimal conditions for learning.

Learners must understand the task to be learned. Cues, demonstration

Design practice according to the skill or task to be learned.

Fig. 5-2

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Motor Learning Concepts

Whether to teach by the whole or the part method Part; complex skill New learner

Whether speed or accuracy is emphasized in teaching a skill depends on the requirements of the skill.

Transfer of learning can facilitate the acquisition of motor skills.

Feedback is essential for learning. Knowledge of results (KR) Knowledge of performance (KP)

Learners may experience plateaus in learning. Self-analysis should be developed. Leadership influences the amount of learning.

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Motor Learning Concepts

Feedback is essential for learning. Knowledge of results (KR) Knowledge of performance (KP)

Learners may experience plateaus in learning.

Self-analysis should be developed. Leadership influences the amount of

learning.

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Motor Development

Study of the origins and changes in movement behavior throughout the lifespan.

Biological and environmental influences on motor behavior from infancy to old age.

Influence of psychological, sociological, cognitive, biological, and mechanical factors on motor behavior.

Rate and sequence of development.

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Areas of Study How does socioeconomic status affect the

development of motor skills? How does early sensory stimulation affect the

development of motor skills? What are the changes in motor skill development

experienced across the lifespan? What are the developmental stages individuals go

through as they acquire fundamental skills? What are the heredity and environmental factors

most significantly associated with obesity? At what age can children safely engage in

resistance training?

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Phases of Development Early reflexive and rudimentary movement

phases: Hereditary is the primary factor for development.

Sequential progression of development but individuals’ rates of development will differ.

Fundamental movement phase: Skill acquisition based on encouragement,

instruction, and opportunities for practice. Specialized movement phase

Refinement of skills “Turnover”: Hereditary and environmental

factors that influence the rate of the aging process.

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Fundamental Motor Skills Fundamental motor skills are the

foundation for development of more complex and specialized motor skills used in games, sports, dance, and fitness activities.

Classification: Locomotor Nonlocomotor Manipulative

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Fundamental Motor Skills Locomotor

Examples: walking, running, jumping, hopping, leaping, sliding, skipping, galloping, dodging

Nonlocomotor Examples: bending, stretching, pushing,

pulling, twisting, turning, swinging Manipulative

Examples: throwing, catching, striking, kicking, dribbling, volleying

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Fundamental Motor Skills

Rate of progress in developing these skills varies with each individual.

Several fundamental motor skills can be combined to create a specialized movement necessary in an activity.

Lack of development of fundamental skills may hinder future participation in activities.

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Fundamental Movement Phase

Initial Stage Poor spatial and temporal integration of skill movements. Improper sequencing of the parts of the skill Poor rhythm, difficulties in coordination

Elementary Stage Greater control and rhythmical coordination Temporal and spatial elements are better synchronized. Movements are still restricted, exaggerated, or

inconsistent. Mature Stage

Increased efficiency, enhanced coordination, and improved control of movements.

Greater force production